Uma proposta de sequência didática para a abordagem do tema metais no ensino médio

Abstract

This work aimed to develop and evaluate the potential of a didactic sequence produced on the basis of the Science, Technology, Society and Environment (STSE) approach on the subject of metals. The produced didactic sequence consisted of a support material for the teacher containing five activities to be developed in high school using didactic resources such as: group dynamics, experimentation, comic books and video. In addition to enabling the work with concepts such as metals, periodic table and density, that sequence allowed the approach of topics such as mining and recycling, allowing the teacher to provide students with differentiated classes that awaken their interests and curiosities and make them learn the necessary content in a contextualized and critical way. The potential of the material was evaluated through its application, in 2018, in two classes of the high school 1th grade of a state school in Itumbiara/GO in the discipline entitled Topics of Chemistry, which integrates a nucleus of disciplines created by the Department of Education of the state of Goiás (SEDUC) with the objective of enabling the improvement of teaching in areas selected as priorities. It was observed through reports of the students that the developed material fulfilled its role of teaching chemistry in a logical and contextualized way. It was noticed that during the activities the students were more interested and participative than in the classes previously taught by the professor-researcher. The involvement of students in the activities proposed in this study resulted in a change in the attitude of students in classes of other disciplines, which was reported by other teachers of the school to the teacher-researcher. This work allowed reflections and even a change in the perception of the professor-researcher, who feels motivated to continue working in a contextualized and dynamic way.